Proposal for a semantic hierarchy of terminological metaphors in science and technology

Cognitive linguistics is considered as one of the most appropriate approaches to the study of scientific and technical language formation and development, where metaphor is accepted to play an essential role. This paper, based on the Cognitive Theory of Metaphor, takes as the starting point the terminological metaphors established in the research project METACITEC(Note 1), which was developed with the purpose of unfolding constitutive metaphors and their function in the language of science and technology. After the analysis of metaphorical terms and using a mixed corpus from the fields of Agriculture, Geology, Mining, Metallurgy, and other related technical fields, this study presents a proposal for a hierarchy of the selected metaphors underlying the scientific conceptual system, based on the semantic distance found in the projection from the source domain to the target domain. We argue that this semantic distance can be considered as an important parameter to take into account in order to establish the metaphoricity of science and technology metaphorical terms. The findings contribute to expand on the CTM stance that metaphor is a matter of cognition by reviewing the abstract-concrete conceptual relationship between the target and source domains, and to determine the role of human creativity and imagination in the language of science and technology configuration

La evaluación de la competencia comunicativa específica en el ámbito de la ingeniería y la arquitectura

La progresiva internacionalización de las universidades españolas convierte a estas organizaciones en escenarios plurilingües. El español convive en ellos con otras lenguas, en especial el inglés, como vehículo de acceso y transmisión de conocimiento especializado. Esto requiere un proceso de alfabetización académica en lengua extranjera que tendrían que asumir las universidades de acogida, con objeto de preservar a los alumnos de los fracasos en los programas internacionales. Por el momento, en España, los programas de grado o de posgrado no establecen filtros con umbrales lingüísticos mínimos de acceso, a excepción de algunas universidades que se limitan a requerir certificados de grado de dominio del español general. No existen exámenes públicos de ingreso, o exámenes propios de postadmisión, que evalúen la habilidad lingüística comunicativa en contextos académicos. En este trabajo, se parte de la hipótesis de que los exámenes que certifican un grado de dominio de español general no sirven al propósito de discriminar a los alumnos capaces de seguir con éxito los programas de las universidades. Para verificarla, se desarrolla una prueba de examen específica que mida la capacidad de emplear el español en contextos académicos. La prueba se centra en las tareas que se revelan, en una primera fase exploratoria de la investigación, como más necesarias en lo que se refiere al uso del español como lengua vehicular: las clases magistrales. Una vez pilotada, se administró junto con otras destinadas a evaluar el grado de dominio de la lengua en contextos generales. Los resultados obtenidos del contraste de estas mediciones y de diversos análisis de los datos arrojan evidencias de que este tipo de prueba mide un constructo específico: la habilidad de uso del español en contextos académicos. ABSTRACT The progressive internationalization of Spanish universities has transformed these organizations into plurilingual scenarios. Spanish lives in them sharing the stage with other languages, especially English, as a means of access and transmission of expert knowledge. This requires a process of academic literacy in foreign language that host universities should assume, in order to safeguard students from failures in international programs. At the moment, in Spain, undergraduate or graduate programs do not set filters with minimum language requirements to gain access, except for some universities that merely require certificates of general Spanish. There are no Spanish language public admission exams, or post-enrollment tests of their own, to assess the communicative language ability of foreign students in academic contexts. In this dissertation, we start from the hypothesis that those tests that certify the student degree of mastery of the Spanish language do not serve the purpose of discriminating against students capable of successfully pursuing university programs. To prove it, a specific test that measures the ability to use Spanish in academic contexts was developed. This language test focused on the tasks associated with the most common genre, which revealed prominent in a first exploratory phase of the investigation, related to the use of Spanish as a means of instruction: university lectures. Once piloted, the test was administered along with others designed to assess the degree of mastery of the language in general contexts. Contrast results of these measurements and various analyzes of the data showed evidence that this type of test measures a specific construct: the ability to use Spanish in academic contexts.

Assessing the suitability of student interactions from Moodle data logs as predictors of cross-curricular competencies

In the past decades, online learning has transformed the educational landscape with the emergence of new ways to learn. This fact, together with recent changes in educational policy in Europe aiming to facilitate the incorporation of graduate students to the labor market, has provoked a shift on the delivery of instruction and on the role played by teachers and students, stressing the need for development of both basic and cross-curricular competencies. In parallel, the last years have witnessed the emergence of new educational disciplines that can take advantage of the information retrieved by technology-based online education in order to improve instruction, such as learning analytics. This study explores the applicability of learning analytics for prediction of development of two cross-curricular competencies – teamwork and commitment – based on the analysis of Moodle interaction data logs in a Master’s Degree program at Universidad a Distancia de Madrid (UDIMA) where the students were education professionals. The results from the study question the suitability of a general interaction-based approach and show no relation between online activity indicators and teamwork and commitment acquisition. The discussion of results includes multiple recommendations for further research on this topic.

Genetics and the origin of European languages.

A new set of European genetic data has been analyzed to dissect independent patterns of geographic variation. The most important cause of European genetic variation has been confirmed to correspond to the migration of Neolithic farmers from the area of origin of agriculture in the Middle East. The next most important component of genetic variation is apparently associated with a north-south gradient possibly due to adaptation to cold climates but also to the differentiation of the Uralic and the Indo-European language-speaking people; however, the relevant correlations are not significantly different from zero after elimination of the spatial autocorrelation. The third component is highly correlated with the infiltration of the Yamna ("Kurgan") people, nomadic pastoralists who domesticated the horse and who have been claimed to have spread Indo-European languages to Europe; this association, which is statistically significant even when taking spatial autocorrelations into account, does not completely exclude the hypothesis of Indo-European as the language of Neolithic farmers. It is possible that both expansions were responsible for the spread of different subfamilies of Indo-European languages, but our genetic data cannot resolve their relative importance.

A Divine Round Trip: the Literary and Christological Function of the Descent/Ascent Leitmotif in the Gospel of John

The thesis of this dissertation is that the Descent/Ascent Leitmotif, which includes the language of not only descending and ascending, but also going, coming, and being sent, performs a significant literary and christological function in the Gospel of John. The Evangelist's Descent/Ascent Leitmotif becomes the Gospel's organizing principal, drawing together a constellation of verbs and a number of themes, including Jesus-Son's origin, identity, relationship to God, authority, signs and works, life, and glory. In the introductory chapter, after providing a layout of the dissertation, the discussion turns to the spacial dimensions and christological importance of the vertical and horizontal depictions of the descending, ascending, coming, going, and being sent verbs. The focus of chapter two is to explain and illustrate, using a version of the Cinderella story, a method that serves to identify the Leitmotif and the verbs, motifs, and themes the Leitmotif draws within its constellation. This approach, titled a thematic structural method, integrates works from thematic scholars Horst Daemmrich and Eugene Falk with works from literary structural scholars A. J Greimas and Roland Barthes, and is a tool to analyze the influence of the Leitmotif as the Gospel's organizing principal on the relationships between the Leitmotif and numerous themes from which John's Christology emerges. The task of chapter three is to explain the rationale for the selection of the Leitmotif's verbs of descending, ascending, coming, going, and being sent. Chapters four and five investigate how the Evangelist, with the repetition of the Leitmotif, constructs his narrative to tell the story of the historical Jesus and shape the Evangelist's Christology. Additionally, the focus is to analyze the transforming influences of the Descent/Ascent Leitmotif on the themes of Jesus-Son's origin, identity, relationship to the Father, and authority, through his signs and works, life, and glory. The Descent/Ascent Leitmotif depicts a divine round trip, and the emphasis of chapter six is to examine the role of the Leitmotif in Jesus-Son's departure from the world and return to God. The Evangelist's use of the Leitmotif in Jesus' prayer to the Father (John 17) and the promise of the Paraclete are included in this chapter. Due to the Descent/Ascent Leitmotif's inherent spatial overtones, elements related to Jesus' return, including heaven, world, the hour, and his form after his resurrection, are explored from a cosmological and ontological perspective.

LR property of non-well-formed scales

This article studies generated scales having exactly three different step sizes within the language of algebraic combinatorics on words. These scales and their corresponding step-patterns are called non well formed. We prove that they can be naturally inserted in the Christoffel tree of well-formed words. Our primary focus in this study is on the left- and right-Lyndon factorization of these words. We will characterize the non-well-formed words for which both factorizations coincide. We say that these words satisfy the LR property and show that the LR property is satisfied exactly for half of the non-well-formed words. These are symmetrically distributed in the extended Christoffel tree. Moreover, we find a surprising connection between the LR property and the Christoffel duality. Finally, we prove that there are infinitely many Christoffel–Lyndon words among the set of non-well-formed words and thus there are infinitely many generated scales having as step-pattern a Christoffel–Lyndon word.

A reassessment of traditional lexicographical tools in the light of new corpora: sports Anglicisms in Spanish

There is no question nowadays as to the international and powerful status of English at a global scale and, consequently, as to its presence in non-English speaking countries at different levels. Linguistically speaking, English is one of the languages which have mostly influenced Spanish throughout its history and especially from the late 1960s. In this study, the impact of English on Spanish is considered in the language of sports; particularly, sports Anglicisms and false Anglicisms are analysed. Due attention is paid to the different forms that an Anglicism may adopt and to which of those forms are more widely accepted or rejected by prescriptivists and speakers at large, in the light of a contrastive analysis of their appearance in the Nuevo diccionario de anglicismos, the Diccionario de la Real Academia Española and the Corpus de Referencia del Español Actual.

The influence of English on Spanish fashion terminology: -ing forms

As has been the case with other European languages, Spanish has welcomed the arrival of English words, in spite of all purist efforts to the contrary. Moreover, it has not only adopted and adapted true Anglicisms but it has also created other forms based on English patterns, such mechanisms particularly visible in the fashion jargon in Spanish. In this paper we focus on -ing forms in the Spanish language of fashion, which may at times be genuine Anglicisms (formal or semantic ones) or false Anglicisms (analogical creations, that is, English-looking lexical elements), found in Spanish editions of fashion magazines such as Vogue, Elle, InStyle, Grazia, Glamour, and Cosmopolitan. The main aim of this study is to qualitatively analyse and classify -ing Anglicisms and false Anglicisms in the aforementioned jargon in order to establish whether the impact of English in the Spanish fashion jargon is so important as to replace native words and expressions.

Technology Language and Frankenstein Strategy

Teaching architecture is experiencing a moment of opportunity. New methods, like constructivist pedagogy, based on complexity and integration are yet to be explored. In this context of opportunity teaching architecture has a duty to integrate complexity in their curriculum. Teaching methods should also assume inherent indeterminacy and contingency of all complex process. If we accept this condition as part of any teaching method, the notion of truth or falsehood it becomes irrelevant. In this regard it could focus on teaching to contingency of language. Traditionally, technology is defined as the language of science. If we assume contingency as one of the characteristics of language, we could say that technology is also contingent. Therefore we could focus technology teaching to redefine its own vocabulary. So, redefining technological vocabulary could be an area of opportunity for education in architecture. The student could redefine their own tools, technology, to later innovate with them. First redefine the vocabulary, the technology, and then construct the new language, the technique. In the case of Building Technology subjects, it should also incorporate a more holistic approach for enhancing interdisciplinary transfer. Technical transfer, either from nature or other technologies to the field of architecture, is considered as a field of great educational possibilities. Evenmore, student get much broader technical approach that transgresses the boundaries of architectural discipline.

El aprendizaje cooperativo con el uso de nuevas tecnologías. Aplicación transversal en las asignaturas de Urbanismo de los estudios de Arquitectura

La enseñanza y el aprendizaje en materias de Urbanismo con una segunda lengua vehicular —en este caso en inglés—, suponen retos en cuanto a las metodologías y estrategias pedagógicas. El objetivo de esta investigación es reconocer dichos retos a partir de la puesta en común de la experiencia docente y discente de la reciente oferta de un grupo en inglés, dentro del contexto de las asignaturas obligatorias de Urbanismo del Grado en Arquitectura y del Grado en Fundamentos de la Arquitectura de la Universidad de Alicante. Así, se define un marco de reflexión en torno a, principalmente, tres cuestiones. Por una parte, identificar cuál es la motivación del alumnado para cursar asignaturas de Urbanismo en inglés; por otra parte, averiguar cuáles son las expectativas que se presentan de cara al inicio del curso tanto por parte del profesorado como de los estudiantes y, por último, poner de manifiesto los logros y dificultades detectadas tras la experiencia.

La Enseñanza en Inglés de las Asignaturas de Urbanismo en Arquitectura de la Universidad de Alicante

La enseñanza y el aprendizaje en materias de Urbanismo con una segunda lengua vehicular —en este caso en inglés—, suponen retos en cuanto a las metodologías y estrategias pedagógicas. El objetivo de esta investigación es reconocer dichos retos a partir de la puesta en común de la experiencia docente y discente de la reciente oferta de un grupo en inglés, dentro del contexto de las asignaturas obligatorias de Urbanismo del Grado en Arquitectura y del Grado en Fundamentos de la Arquitectura de la Universidad de Alicante. Así, se define un marco de reflexión en torno a, principalmente, tres cuestiones. Por una parte, identificar cuál es la motivación del alumnado para cursar asignaturas de Urbanismo en inglés; por otra parte, averiguar cuáles son las expectativas que se presentan de cara al inicio del curso tanto por parte del profesorado como de los estudiantes y, por último, poner de manifiesto los logros y dificultades detectadas tras la experiencia.

Flexicurity e valorizzazione delle capability: l'impulso alla ri-regolamentazione del lavoro a termine = Flexicurity and enhancement of work capability: the impulse to re-regulation of labor. WP C.S.D.L.E. “Massimo D’Antona”.INT – 97/2012

The paper analyzes the evolution of the concept of flexicurity in the european context. In this perspective, flexicurity is expressed through the language of the policies, showing an inherent weakness in influencing national reform processes. The essay compare also with the possibility of a re-reading of flexicurity policies, in the light of the theory of capabilities developed by Amartya Sen.

An Exercise in Legal Honesty: Re-writing the Court of Justice and the Bundesverfassungsgericht. IHS Political Science Series No. 136, February 2014

At a time of crisis – a true state of emergency – both the Court of Justice of the European Union and the German Federal Constitutional Court have failed the rule of law in Europe. Worse still, in their evaluation of the ersatz crisis law, which has been developed in response to financial and sovereign debt crises, both courts have undermined constitutionality throughout Europe. Each jurisdiction has been implicated within the techocratisation of democratic process. Each Court has contributed to an incremental process of the undermining of the political subjectivity of European Citizens. The results are depressing for lawyers who are still attached to notions of constitutionality. Yet, we must also ask whether the Courts could have acted otherwise. Given the original flaws in the construction of Economic and Monetary Union, as well as the politically pre-emptive constraints imposed by global financial markets, each Court might thus be argued to have been forced to suspend immediate legality in a longer term effort to secure the character of the legal jurisdiction as a whole. Crisis can and does defeat the law. Nevertheless, what continues to disturb is the failure of law in Europe to open up any perspective for a return to normal constitutionality post crisis, as well as its apparent inability to give proper and honest consideration to the hardship now being experienced by millions of Europeans within crisis. This contribution accordingly seeks to reimagine each Judgment in a language of legal honesty. Above all, this contribution seeks to suggest a new form of post-national constitutional language; a language which takes as its primary function, proper protection of democratic process against the ever encroaching powers of a post-national executive power. This contribution forms a part of an on-going effort to identify a new basis for the legitimacy of European Law, conducted jointly and severally with Christian Joerges, University of Bremen and Hertie School of Government, Berlin. Differences do remain in our theoretical positions; hence this individual essay. Nevertheless, the congruence between pluralist and conflict of law approaches to the topic are also readily apparent. See, for example, Everson & Joerges (2013).

The pragmatics of computer-mediated communication between South African and Mexican drug traffickers

South Africa and Mexico are ripe with drug trafficking. The gangs and syndicates running the drug businesses in these two countries collaborate occasionally. Communication between these international drug business partners takes place on social media. Their main language of communication is English, mixed with some limited use of Spanish and Afrikaans. The key purpose of the interactions between the South African and Mexican parties is the organisation of their business activities. This study aims at examining how the drug traffickers position each other and themselves regarding their common business interest and how their relationship evolves throughout their interactions. Moreover, it is of interest to look at how these people make use of different social media and their affordances. For this a qualitative analysis of the interaction between two drug traffickers (one South African and one Mexican) on Facebook, Threema and PlayStation 4 was performed. Computer-mediated communication between these two main informants was studied at various stages of their relationship. Results show that at first the interaction between the South African and Mexican drug traffickers consists of interpersonal negotiations of power. The high risk of the drug business and gang/syndicate membership paired with intercultural frictions causes the two interlocutors to be extremely cautious and at the same time to mark their position. As their relationship develops and they gain trust in each other a shift to interpersonal negotiations of solidarity takes place. In these discursive practices diverse linguistic strategies are employed for creating relational effects and for positioning the other and the self. The discursive activities of the interactants are also identity practices. Thus, the two drug traffickers construct identities through these social practices, positioning and their interpersonal relationship.

College of Engineering.

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